Caminhos da Educação: A Transição da Educação Infantil para o Ensino Fundamental

Abstract

This theoretical-conceptual study is grounded in the Historical-Cultural Psychology perspective and aims to understand how social role play and productive activities contribute to the formation of psychological capacities necessary for the development of study activity — considered the leading activity of school age. It is through this activity that children appropriate the most elaborated forms of knowledge produced by humanity, expressed in science, philosophy, and the arts. This process enables the development of an important new formation: theoretical thinking.The results indicate that, in social role play, children recreate and experience the social relations present in society, developing, within this context, self-regulation of behavior and imagination. In productive activities, oriented toward achieving a specific outcome, essential psychological capacities such as analysis and planning are mobilized and developed. It is concluded that these capacities are fundamental for the constitution of theoretical thinking and for the consolidation of study activity at the beginning of schooling.